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Instructional Plan Template

Mathematics Governor’s Institute 2004

(Download as Microsoft word document: Money Intro Gr. 1.doc)

 

Names of group members:          Yvonne Dobrzanski, Elizabeth Flick, Lorraine Scarpino

 

Topic/Theme:  Money                  

 

Level:  Grade 1

 

Time Element:  1 – 60 minute period with a 30 minute follow-up in computer lab.

 

NCTM Standards Addressed: “Number and Operations” Pre-K through grade 2: Students should develop and use strategies for whole-number computations, with a focus on addition and subtraction.

 

PA Math Standards Addressed:  2.1.3.E  Count, compare and make change using a collection of coins and one-dollar bills.

 

Math Assessment Anchors Addressed:

M3.A.1            Demonstrate an understanding of numbers, ways of representing numbers, relationships among numbers and number systems.

M3.A.1.3        Count, compare and make change using a collection of coins and one-dollar bills.

 

Reading Assessment Anchors Addressed: 

R3.A.2            Demonstrate the ability to understand and interpret nonfiction texts appropriate to grade level.

 

Objectives:  Students will be able to identify, sort, match, and compare a group of US coins.

 

Instructional Strategies and Plan (include strategies used to help different types of learners, i.e. auditory, visual, etc):

 

I.                    Chart students’ responses to oral prompt “Tell me about money,” to survey prior knowledge.

II.                  Read Money: A Rich History to establish/validate responses.

III.                Provide sets of US and foreign coins for groups of students to observe and compare.

A.                 Using hand lenses, provide 5 minutes for free explorations of coins.

B.                 Listen to and record student comments.

C.                Facilitate group discussion.

D.                Chart likes and differences observed in US coin.

E.                 Familiarize students with importance for standardization of US coins.

F.                 Sort coins into foreign and US piles.

G.                Identify US coins (penny, nickel, dime, quarter) by name and attributes.

IV.               Play “Sock ¢ents” – a coin matching game.

A.                 Each student will need one penny, nickel, dime, quarter.

B.                 Pair students.

C.                Give each pair one sock.

D.                Each pair will put their 8 coins into the sock.

E.                 Partner #1 pulls 1 coin from sock and names it.  Partner #2 verifies.

F.                 Using only the sense of touch, partner #2 reaches into sock to select the coin that will match partner #1’s coin.

G.                Return coins to sock and repeat.  Partner #2 goes first.

V.        Access internet to view US mint site.

 

Materials/Resources:

                        pennies, nickels, dimes, quarters. . . . . . . . . . . . . .          1 of each per student

                        foreign coins. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .            2 per group (minimum)

                        hand lenses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .            1 per student

                        socks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .            1 per student pair

                        chart paper

                        markers

                        Money: A Rich History by Jon R. Anderson et al.  (or book of your choice)

 

Interdisciplinary Connections:

  • Reading

Use literature to reinforce the language of money and to expand their thinking and knowledge.

 

  • Technology

www.usmint.gov/kids

View animated slide show “Birth of a Coin.”

Click pink “Cartoon” coin on left.

Click “Birth of a Coin” icon on top right.

Click violet window to begin.

 

This site has many activities for students as well as lesson plans and resources for teachers.

 

  • Other

This lesson addresses PA Economic Standards 6.2.3.C Identify and compare means of payment.

 

Check your district’s curriculum for other possible links to a unit on money.

 

 

Assessment Strategies:

  • Formative Evaluation (checking student understanding during the lesson):

Observation during free exploration and game activity.

 

  • Summative Evaluation (How will it be determined that the objectives were achieved?):

Students will correctly identify the US coins when requested.

            Ex.      BINGO game, individual or small group assessment, worksheet

 

Correctives/Remediation:

·         Pair student in need of review with a student who has mastered coin identification to practice skills taught.

·         Send home activities to practice with family.

·         Additional help with classroom tutor or paraprofessional

 

Extensions/Enrichment:

·         Center activities

·         Worksheet

·         Computer activities

·         Guest speaker (banker, coin collector)

 

 

 

Special Accommodations (special needs students)

  • Description of the Special Needs student selected: 

Margaret “Maggie” is functioning below grade level.  She is receiving learning support services for language arts.  She has difficulty following directions in all instructional areas.  Maggie has difficulties in language comprehension, vocabulary, direction following, event-sequencing, working memory, and abstract thinking.  She can answer literal comprehension questions in all content areas.  She  correctly answers 1 out of 5 inferential questions.  She has success when directions are broken down and accompanied by modeling.

 

 

  • Accommodations to use with this student:
    • Stand close to special needs student.
    • Provide both visual and auditory clues.
    • Simplify tasks and directions.
    • Repeat information frequently.
    • Use fm system if available
    • Reinforce often, praise when appropriate.
    • Provide instruction using all modalities.
    • Give student own copy of text when possible.
    • Color code organizers to help child transfer and remember new skills.
    • Model use of visual aids/manipulatives.
    • Give direct, clear cues to help the student grasp the concept being taught.
    • Break lessons into smaller segments.
    • Use hands on activities and concrete learning to supplement discussion.
    • Collaborate with special education staff for support in the regular classroom.
    • Tape record lesson so it can be used again in classroom or at home.
    • Permit different types of appropriate responses.

 

 

 

 

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